1. Melanie Brooks, M.A. Senior English Language Fellow

2. Pair/Share (3 minutes per question) Interview your partner in English Write down two facts about your partner. e.g. Maria is a teacher Make up one sentence about your partner that is not true. Using the sentences you wrote, introduce your colleague to the class. The class members will guess which one of your statements is false.

3. Aim – to increase student listening comprehension and ability to construct short, descriptive sentences Students must change seats with another student if the statement is true for them. The student left without a chair must say the next Move if.... statement.

4. What is your primary role as a teacher? How is this influenced by curriculum and materials at your school? How is this influenced by your students academic goals? What else influences how you interact with your students?

5. Role of Teacher Teacher Beliefs Student Needs Curriculum

6. Coach Sage

7. Teacher as Sage 1. Teacher talks 95% of the time 2. Learning is classroom- centered 3. Language learning = accumulation of knowledge Teacher as Coach Students talk 75% of time Learning takes place both in and out of the classroom Language learning is multi-faceted, complex

8. 1. Increase student talk time 2. Language learning takes practice 3. Teacher talk = comprehensible input 4. Development of automaticity 5. Makes the teachers job easier 6. How do we get there?

9. Validity Quantity Differentiation Success Orientation Engagement

10. The activity practices what it aims to practice

11. Focus: using will to predict future events Age: teen-adult Level: Intermediate Write a future prediction for a classmate (you dont know who). The prediction should be short (about 2-4 sentences in length) and should be positive. Use will statements like, You will meet somebody, You will solve a problem

12. Validity What was the aim of the Predicting Future Events activity ? Did the activity practice what it aimed to practice ? How could you modify this activity to use in your class ?

13. Validity Quantity Differentiation Success Orientation Engagement

14. Provides ample opportunities for students to practice the target structure

15. Aim – To get students to review vocabulary by writing different parts of the body 1.One at a time, each student runs to the board and writes a word in English 2.After the timer goes off, words that are spelled incorrectly or repeated are erased by the other team 3.The team with the most words on the board, wins

16. Quantity What was the aim of the Body Parts activity? How many times were the students able to practice that aim or goal? Was this a sufficient quantity? How could you modify this activity to use in your classroom?

17. Validity Quantity Differentiation Success Orientation Engagement

18. Provides practice for students functioning at different levels

19. Aim – to enable students to listen for and identify words in a song. Copy the tic-tac-toe game on the board exactly as you see it When you hear one of the words in the song, mark an X over it The first person with four Xs in a row, wins!

20. Differentiation 1. What was the aim of the Tic-Tac-Toe activity? 2. Could this activity work with advanced students? 3. Could this activity wok with beginning or low-level students? 4. How could you use this activity in your class?

21. Validity Quantity Differentiation Success Orientation Engagement

22. Designed to elicit acceptable responses

23. Aim - students will use and understand Ive never statements Directions - Each student writes a sentence, finishing the phrase, Ive never... For every statement that you have done, raise one finger

24. Success Orientation 1. What was the aim of the activity? 2. Did you feel successful about your participation in this activity? 3. Would it be possible for a student to fail at this activity or to feel as if he or she had failed? 4. If so, how can we change the activity to ensure success?

25. Validity Quantity Differentiation Success Orientation Engagement

26. Use topics that are interesting to your students

27. Aim – students will use listening comprehension to agree or disagree with statements. Students move to different areas of the room depending on whether they agree or disagree with a statement

28. Engagement What was the aim of the Two Corners activity? Was the activity engaging and interesting to you? How could you use this in your class?

29. Validity Quantity Differentiation Success Orientation Engagement

32. The Danger of The Single Story

33. 1. According to Chimamanda Adichie, what is a single story? 2. What stereotypes (single stories) do you think are taught to foreigners about Brazilians? 3. What stereotypes have you been taught about Americans?

35. Teach your students: the difference between description and judgment to always ask, could there be any other reason for this persons actions besides what I have assumed?

36. Contact Me: Melanie Brooks Senior English Language Fellow elanguageprograms@gmail.com